Identify and respond to children and young people at risk - NSW ...

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Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 8
Information for the facilitator Facilitator notes: More information about the background to the training can be obtained from: The Report of the Special Commission of Inquiry into Child Protection Services in NSW 24 November 2008, Keep Them Safe: A shared approach to child wellbeing 2009-2014, and the Ombudsman’s reports, Special Report: The death of Dean Shillingsworth: Critical challenges in the context of reforms to the child protection system and Special Report: The death of Ebony: The need for an effective interagency response to children at risk. Familiarity with this material will assist facilitators to understand the purpose of legislative and service developments. Caution is recommended in drawing on explicit examples identifying children who were the subject of these reports, in case a participant in the training was directly involved. Avoid or seek to redirect discussion away from debates or critiques of reports, legislation or programs where these do not further learning in relation to the relevant elements. Participants come to training with a range of experiences, as practitioners, and often as parents or carers and may have a range of experiences and responses regarding child protection and related services will need to model a respectful response to participants while maintaining a focus on content relevant to the unit. This may involve redirecting participants where discussion moves away from core material. Participants may draw on personal and professional experiences in processing material presented as part of the course, but should be encouraged to participate within appropriate professional boundaries. It is not helpful for participants to disclose personal experiences of abuse and neglect, or of domestic violence as this is a training environment, and the focus will not be on personal therapeutic support. This needs to be highlighted with the participants at the beginning of the training. Handout 2 provides contact numbers for support services. A participant may have a strong emotional response to the content of the training due to their own personal experience or due to the nature of the content. It is suggested that you arrange a strategy in advance for managing these situations to enable training to continue e.g. a back up person to provide support to the distressed participant enabling training to continue. Facilitators need to be sensitive to the specific cultural groups and backgrounds of the participants. A range of names have been chosen to be used in case studies to reflect diversity in cultures and gender. However some of the case studies could potentially evoke feelings of shame or stigmatise participants in the training that are from the same cultural backgrounds. There may be inference that behaviours and lifestyles depicted may be typical of these groups.The facilitator may need to modify the names and cultural backgrounds of some of the people in the case studies, if there are participants in the group from the same background. Keep Them Safe CHCCHILD401A – Facilitator’s Manual © The NSW Technical and Further Education Commission (TAFE NSW – Industry Skills Unit, Meadowbank, 2010) 9
Page 1 and 2: CHCCHILD401A Identify and respond t
Page 3 and 4: Acknowledgments This manual has bee
Page 5 and 6: Contents Summary of training sessio
Page 7: Summary of training sessions and su
Page 11 and 12: Section 1: Introduction 1.1 Welcome
Page 13 and 14: 1.4 Assessment (where relevant) 1.
Page 15 and 16: Section 2: Roles and responsibiliti
Page 17 and 18: For example, a child might have a d
Page 19 and 20: Ask: ‘What factors do you need to
Page 21 and 22: Note that religious diversity may a
Page 23 and 24: Section 3: NSW Children and Young P
Page 25 and 26: ange of strategies with the aim of
Page 27 and 28: PowerPoint: 3.8 Mandatory reporters
Page 29 and 30: Note there are circumstances where
Page 31 and 32: the intention of the legislation. I
Page 33 and 34: Section 4: Child safe workplaces 4.
Page 35 and 36: Check), information from a risk ass
Page 37 and 38: Keep Them Safe CHCCHILD401A - Facil
Page 39 and 40: Section 5: Nurturing practices Faci
Page 41 and 42: conduct that is established to be a
Page 43 and 44: Highlight the duty of care to predi
Page 45 and 46: Section 6: Ethical practice 6.1 Eth
Page 47 and 48: Emma: Any role 2. The focus is iden
Page 49 and 50: Section 7: Identifying risk of sign
Page 51 and 52: 7.2 Reporting risk of significant h
Page 53 and 54: Ask ‘What factors might be contri
Page 55 and 56: Ask participants to give an example
Page 57 and 58: Some research suggests that some ch
Page 59 and 60:
Ask: ‘How might you become aware
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- Women often need ongoing support
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Keep Them Safe CHCCHILD401A - Facil
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Section 8: Making reports of risk o
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Discuss the importance of determini
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usiness is not working with familie
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Keep Them Safe CHCCHILD401A - Facil
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Section 9: Working with children, y
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If there are waiting times or asses
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Section 10: Working collaboratively
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Joshua’s school Mariah’s schoo
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Session 11: Keeping children safe i
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Increased risk could relate to conf
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Appendices Appendix 1 - PowerPoint
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Slide 6 Slide 7 Slide 8 Risk and pr
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Slide 12 Slide 13 Slide 14 Guiding
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Slide 18 Slide 19 Slide 20 Exchange
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Slide 24 Slide 25 Slide 26 Informat
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Slide 30 Slide 31 Slide 32 Child pr
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Slide 36 Slide 37 Slide 38 Neglect
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Slide 42 Slide 43 Slide 44 Domestic
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Slide 48 Slide 49 Slide 50 Neglect
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Slide 54 Slide 55 Slide 56 Document
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Slide 60 Slide 61 Slide 62 Making e
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Appendix 2 - Mapping of CHCCHILD1C
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CHCCHILD401A CHCCHILD1C Performance
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CHCCHILD401A CHCCHILD1C Recording
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CHCCHILD401A CHCCHILD1C instruction
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CHCCHILD401A CHCCHILD1C and human r
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Appendix 3 - Assessment tasks Asses
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Activity One: Responding to child d
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Case Scenario One, Part A - Jessica
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Case Scenario Two Part A - Honesto
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Case Scenario Three, Part A - Cryst
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Activity Two: Reporting responsibil
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Case Scenario Two, Part B - Honesto
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Activity Three: Organisational requ
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Appendix 4 - Mapping of assessment
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CHCCHILD401A Assessment Tasks Resp
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CHCCHILD401A Assessment Tasks Appl
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References and websites Australian
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Common acronyms AbSec Aboriginal Ch
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© TAFE NSW 2010
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